Nothing you don't already know, I'm sure... Make sure your lesson is creative, but informative. Don't go crazy with bells and whistles trying to wow them. Make sure you know the content up and down. I assume they'll have the interviewers act as students, so expect one to ask a bunch of questions, one to be disruptive, and one to be inattentive. Handle each one appropriately and in a way that shows you care. In the interview part, don't try to BS. Be yourself and try to relate to the other teachers on the panel.Do you know what grade level?Good luck!

MWB wrote:Nothing you don't already know, I'm sure... Make sure your lesson is creative, but informative. Don't go crazy with bells and whistles trying to wow them. Make sure you know the content up and down. I assume they'll have the interviewers act as students, so expect one to ask a bunch of questions, one to be disruptive, and one to be inattentive. Handle each one appropriately and in a way that shows you care. In the interview part, don't try to BS. Be yourself and try to relate to the other teachers on the panel.Do you know what grade level?Good luck!

Oh I'm actually teaching a class of 6th graders then they hold the interview after. I can pick any math or science lesson I want to. I'm probably going to do probability and use coin flipping as a launching point by having the students work in partners and come up with their own theories as to why they think flipping the coin 10 times will or won't come out exactly 50/50. I feel like it will provide differentiation without being distracting in terms of bells and whistles as you put it.

They did say they want to hear something in the interview about how I will push student achievement higher and higher as the school year goes on. That I'm most likely going to focus on a depth of knowledge with small group focused instruction activities that allow students to explore the content and I have a couple example lessons of that I can show them that I've already used.

Wow, nice that you get an actual class. Haven't heard of that happening before. Definitely show that you can make connections with individual kids as much as possible. I really think that trumps all when it comes to teaching.

Kind of a loaded question about pushing student achievement higher and higher. It will depend greatly on the makeup of your class. But I think your answer is a good one and having examples to fall back on is a great idea.

Sorry to turn this into a me thread for a couple posts but the interview went great. They said they're moving me onto the next steps of hiring and will be in touch either Monday or Tuesday. I was soooooooooo nervous but it went really well.

I always found it odd that I didn't have to do any practice lessons while I was applying for jobs, let alone lessons in front of actual students. I was strongly considered for 3 jobs, 2 offers and the other it was down to me and another teacher and the school board had the final say (she had relatives on the school board, guess who won...).

count2infinity wrote:I always found it odd that I didn't have to do any practice lessons while I was applying for jobs, let alone lessons in front of actual students. I was strongly considered for 3 jobs, 2 offers and the other it was down to me and another teacher and the school board had the final say (she had relatives on the school board, guess who won...).

Yeah how bout getting a call a day and half ago that went that this, "Is this Pavel Bure?" Yes it is. "Okay, your interview is at 2:30 on Friday you'll be teaching whatever you would like in Math or Science to a class of 6th grade students and then have a formal interview afterwards." What? Who is this? I mean I'm fine with that. "Oh yeah this is Propel schools..." So I've been a bundle of nerves for the last 2 days.

count2infinity wrote:I always found it odd that I didn't have to do any practice lessons while I was applying for jobs, let alone lessons in front of actual students. I was strongly considered for 3 jobs, 2 offers and the other it was down to me and another teacher and the school board had the final say (she had relatives on the school board, guess who won...).

Yeah how bout getting a call a day and half ago that went that this, "Is this Pavel Bure?" Yes it is. "Okay, your interview is at 2:30 on Friday you'll be teaching whatever you would like in Math or Science to a class of 6th grade students and then have a formal interview afterwards." What? Who is this? I mean I'm fine with that. "Oh yeah this is Propel schools..." So I've been a bundle of nerves for the last 2 days.

I can imagine. Mine were all interviews. One I even got hired over the phone after an interview (up in New Hampshire).

Rylan wrote:c2i, did you have anything positive to take away from your teaching days? You always seem somewhat broken by it.

I don't think I was broken by it by any means. I could have done it the rest of my life and been just okay with it. I was a good teacher (or at least that's what the students, administration and faculty told me), and I didn't really mind the job (most days), but I could easily see myself getting bored with the job relatively quickly (within 5 or so years). Teachers on the board, don't take this the wrong way, but I almost felt as though I was meant to be more than just a high school chemistry teacher. I felt and still do feel that I have the opportunity to do something more with my life. Increase my knowledge base, make myself more valuable and potentially earn a higher income and have a higher sense of reward with a job actually in the chemistry field rather than in the education field. I suppose I just didn't get that rewarding feeling out of being a teacher like so many others that I talk to that are in the profession. So positives? The summer is nice.

Wow, two demo lessons... I wonder if that's how a lot of schools do things now in PA? Just a guess, but the data team could be the group that goes over testing and other data for students. They may want to know how you would adjust your methods based on what the data shows for the kids. Do you know what type of testing they do at Propel?

My first job I met with the principal and then with the assistant super. I think they were just looking for a warm body. I had one interview in NC where I met with a panel including a couple teachers, principal, and counselor. Pretty basic interview, but they really wanted someone with a certification I didn't have. For my current job I met with the principal and then talked to the assistant principal over the phone. The principal apparently liked something about my resume because it was the second time he called me about an opening.

columbia wrote:But the Yankees have 27 World Series titles; advantage MWB.

MWB wrote:Wow, two demo lessons... I wonder if that's how a lot of schools do things now in PA? Just a guess, but the data team could be the group that goes over testing and other data for students. They may want to know how you would adjust your methods based on what the data shows for the kids. Do you know what type of testing they do at Propel?

My first job I met with the principal and then with the assistant super. I think they were just looking for a warm body. I had one interview in NC where I met with a panel including a couple teachers, principal, and counselor. Pretty basic interview, but they really wanted someone with a certification I didn't have. For my current job I met with the principal and then talked to the assistant principal over the phone. The principal apparently liked something about my resume because it was the second time he called me about an opening.

columbia wrote:But the Yankees have 27 World Series titles; advantage MWB.

I don't think many public schools do the demo-lessons. I'm thinking it's a charter school thing. That's one of the 6 principles the Propel schools operate under, an extremely rigorous hiring process. Yeah they mentioned that the data team would show me testing data and the type of tests the schools use.

They say they're going to e-mail me the details. I can't see there being much more. The data meeting was a real sink or swim situation. With 5 other teachers, got envelopes, had about 12 slips of paper with various test, attendance, economic situation, etc. data and had to come up with 3 courses of action. I got our first course with contacting parents and creating behavior plans for those with attendance/behavior problems and I presented one of the points at the end of the meeting. But it was a serious fight or flight moment.

MWB wrote:Seems like a pretty comprehensive interview process. Do Propel schools have a good reputation? I vaguely remember them when I lived there, but I think they were new then.

The data shows they out score other public schools when comparing the same demographics. But reading their site makes me feel like there is selective data reporting... That said they do provide an incredible amount of resources through technology, partnerships, and professional development.